A Cross-Sectional Study on Student Experience and Contentment of Online Learning During Covid 19 Lockdown DOI Open Access
Jayaron Jose,

Blessy Jayaron Jose

The Electronic Journal of e-Learning, Год журнала: 2023, Номер 21(3), С. 222 - 233

Опубликована: Сен. 6, 2023

The delivery mode of the lessons was transitioned from face-to-face to online/e-learning in response Covid-19 lockdown across Middle East, particularly Oman. University Technology and Applied Sciences, Al Musannah (UTASA), also adopted this approach, which brought forth both opportunities challenges for academic community, including teachers students. However, no systematic studies were conducted various departments at university gain insights into implications full-time online/e-learning. Therefore, study designed comprehend perceptions cross-sectional UTASA students regarding effectiveness e-learning, encompassing their experiences satisfaction with participating it. employed a combination quantitative qualitative data collection methods, utilizing survey questionnaire descriptive question. participants included male female learners (N = 212) such as IT (Information Technology), Business, Engineering, ELC (English Language Centre). analysis encompassed inferential statistical analyses data, well thematic data. results revealed that over half held clearly positive impression e-learning experience during lockdown. Furthermore, shed light on reasons behind negative sentiments towards along suggestions potential enhancements. diverse reactions questions have assisted researchers interested parties gaining comprehensive understanding favorable unfavorable aspects procedure. A subset pessimistic view online learning due factors receiving low grades, encountering inadequate technical assistance, observing lack commitment. In contrast, different group perceived advantageous, citing its provision convenient adaptable environment, access recorded lectures. Additionally, certain respondents put recommendations enhancing learning, need better training, improved Internet connectivity, enhanced interaction between students, among fellow summary, yielded valuable contentment levels engaged teaching process. findings ensuing discussion provide essential stakeholders future alike.

Язык: Английский

Challenges and Opportunities of Mathematics in Digital Times: Preschool Teachers’ Views DOI Creative Commons
Konstantinos Lavidas, Zoi Apostolou, Stamatios Papadakis

и другие.

Education Sciences, Год журнала: 2022, Номер 12(7), С. 459 - 459

Опубликована: Июль 1, 2022

The COVID-19 pandemic has caused an unprecedented crisis. Worldwide, preschool teachers were invited to develop the students’ learning experience in a new digital environment for mathematics. This research investigates teachers’ mathematics practices during remote teaching and use of tools after their return actual classes. Views from sixteen Greek collected with semi-structured interviews analyzed using thematic analysis. results showed that mathematical activities such as Numbers Operations, Geometry, Measurement occurred distance classrooms. They made little reference related Algebra, while they did not refer Data Analysis Probability. also seemed prefer based on Connections Representation processes Preschool reported parents supported this process by presence, communities providing guidelines innovative approaches them times. However, returning face-to-face schooling, lesser degree. mention utilize authentic communication frameworks emphasizing problem-solving enhance all processes. Implications teacher professional development are discussed.

Язык: Английский

Процитировано

101
Face-To-Face, Online and Hybrid Education: University Students’ Opinions and Preferences DOI Creative Commons
Κλεοπάτρα Νικολοπούλου

Journal of Digital Educational Technology, Год журнала: 2022, Номер 2(2), С. ep2206 - ep2206

Опубликована: Авг. 19, 2022

Although there is a growing number of studies with regard to the forced transition online education during COVID-19 pandemic, fewer students’ perceptions on different modes or comparison among these. The purpose this study was investigate university opinions and preferences regarding face-to-face, hybrid education, soon after their return traditional face-to-face classes. participants were 24 Greek students data collected via semi-structured interviews. Perceived benefits include immediacy teachers, socialization, interactions, as well active participation, while major perceived disadvantage demanding timetable. time space flexibility, followed by familiarity digital technology, negative technical problems loss practical Positive about are often linked combining education. Students’ for future highlight both Implications practices-policies, recommendations adoption hybrid-blended discussed.

Язык: Английский

Процитировано

53
Driving students’ engagement and satisfaction in blended and online learning universities: Use of learner-generated media in business management subjects DOI Creative Commons
Julio Navío-Marco, Adrián Mendieta-Aragón,

Victoria Fernández de Tejada Muñoz

и другие.

The International Journal of Management Education, Год журнала: 2024, Номер 22(2), С. 100963 - 100963

Опубликована: Март 1, 2024

The use of student-generated digital content is still limited in business management subjects, especially blended and online courses, it particularly under-researched. This investigation analyses the results a teaching innovation project subject bachelor's degree at one largest hybrid universities Europe. In project, students are encouraged to be 'instructors', producing videos where they teach their classmates. reveal that active role adopted by student as instructor, through creation content, could foster significant improvement understanding concepts management, increase capacity retain information improve learning planning, among other benefits. enjoy this kind activity, which promotes engagement, consider can more effective than traditional printed resources. findings show different depending on student's (instructor or learner). study also an invitation deepen capabilities these strategies higher education.

Язык: Английский

Процитировано

13
Online Teaching in COVID-19 Pandemic: Secondary School Teachers’ Beliefs on Teaching Presence and School Support DOI Creative Commons
Κλεοπάτρα Νικολοπούλου, Manolis Kousloglou

Education Sciences, Год журнала: 2022, Номер 12(3), С. 216 - 216

Опубликована: Март 17, 2022

The COVID-19 pandemic, with the consecutive lockdowns, has led schools around world to transition suddenly from face-to-face education online teaching. purpose of this paper was investigate secondary school teachers’ beliefs on teaching presence and support for learning during pandemic. sample 238 teachers in Greece who are interested e-learning received some preparation teach courses. An questionnaire administered three factors were revealed: instruction organization, facilitation cognitive activation, support. Teachers’ perceived strong (over 63% expressed agreement), highest percentages agreement linked clear instruction, communication time frames course topics, encouragement that could help students learn. On other hand, weak 50% disagreement neutral views), regarded existence a professional development strategy objectives/vision towards learning. Gender, years experience, experience had small effect beliefs. Implications teacher development, educational policy, design technology applications discussed.

Язык: Английский

Процитировано

32
Mobile learning-technology barriers in school education: teachers’ views DOI
Κλεοπάτρα Νικολοπούλου,

Vasilis Gialamas,

Konstantinos Lavidas

и другие.

Technology Pedagogy and Education, Год журнала: 2022, Номер 32(1), С. 29 - 44

Опубликована: Сен. 21, 2022

Despite the significant growth and capabilities of mobile technologies, there is limited empirical evidence on teachers' perceived technology-learning barriers. This study investigated Greek perceptions barriers to using technology in school classrooms. A 28-item questionnaire was administered 557 teachers six barrier-factors were extracted: 'lack resources', support', time', teacher confidence', 'class conditions' 'concerns about students'. The a valid reliable tool for investigation various dimensions Gender, level, age ICT training had but small effects specific barrier-factors. order importance similar users non-users ('lack 'support' conditions') independently type device used class. 'Concerns students' identified as major barrier only by non-users. Implications educational policy professional are discussed.

Язык: Английский

Процитировано

32
Teacher mental health and workplace well-being in a global crisis: Learning from the challenges and supports identified by teachers one year into the COVID-19 pandemic in British Columbia, Canada DOI Creative Commons
Anne Gadermann,

Monique Gagné Petteni,

Tonje M. Molyneux

и другие.

PLoS ONE, Год журнала: 2023, Номер 18(8), С. e0290230 - e0290230

Опубликована: Авг. 31, 2023

The COVID-19 pandemic and related school disruptions have led to increased concerns for the mental health of teachers. This study investigated how challenges systemic supports perceived by teachers during were associated with their workplace well-being. cross-sectional, survey-based was conducted in February 2021, just prior third wave British Columbia (BC), Canada (N = 1,276). Four multivariable linear regression models examined associations between teachers’ pandemic-related (pandemic-related personal stressors, teacher workload, difficulty implementing safety measures, meeting students’ needs), (education system well-being support), four (psychological distress, quality life) outcomes (job-related positive affect, turnover intentions), adjusting sociodemographic characteristics. Pratt index ( d ) used assess relative importance each predictor. A thematic qualitative analysis on open-ended responses. Teachers’ affect intentions) predominantly perceptions education support 46%, 41%, respectively). most important predictor general distress number stressors reported 64%, 43%, analyses corroborated expanded upon quantitative findings. Understanding impacting equips us make evidence-informed policy decisions now future disruptions.

Язык: Английский

Процитировано

14
Neuro-linguistic programming's impact on academic performance in primary schoolchildren at risk of ADHD DOI

Furat Taha,

Razan Mhanna,

Zeina Harakeh

и другие.

Language and Health, Год журнала: 2025, Номер 3(1), С. 100044 - 100044

Опубликована: Янв. 23, 2025

Язык: Английский

Процитировано

0
Adapting to the Changes Caused by the Pandemic to Lead Schools Effectively Author DOI
Karen McKenzie

SSRN Electronic Journal, Год журнала: 2025, Номер unknown

Опубликована: Янв. 1, 2025

Язык: Английский

Процитировано

0
Parents’ attitudes towards using assistive technologies for children with ASD in Jordan DOI
Bara’ah A. Bsharat, Ahmad H. Al-Duhoun, Parisa Ghanouni

и другие.

Disability and Rehabilitation Assistive Technology, Год журнала: 2025, Номер unknown, С. 1 - 9

Опубликована: Март 6, 2025

This study aimed to evaluate the acceptance and attitudes of Jordanian parents toward assistive technology (AT) for children with autism spectrum disorder (ASD) using Unified Theory Acceptance Use Technology (UTAUT). In this cross-sectional study, 130 participated, most female (73.8%) over 34 (70.8%). The majority (89.6%) reported that their used smartphones, 68.5% them several times daily. Smartphones iPads (24%) were frequently technologies, while talking books (4%) smart boards (2.4%) had lowest usage. UTAUT results showed moderate agreement in factors: effort expectancy (68.7%), performance (58.7%), (65%). Notably, 47.8% low social support AT, likely due limited awareness financial constraints. Regression analysis revealed usage explained 41% variance expectancy, parental factors accounted 43% expectancy. Significant positive relationships found between AT usage, behavioral intention, actual use. These findings suggest increasing may enhance adoption ASD.

Язык: Английский

Процитировано

0
Recommendations Based on Experiences of Pandemic‐Led Remote Mathematics Teaching in Pre‐K–12 Contexts: A Systematic Review From the Activity Theory Perspective DOI Creative Commons
Chung Kwan Lo, Khe Foon Hew, Simin Xu

и другие.

Journal of Computer Assisted Learning, Год журнала: 2025, Номер 41(3)

Опубликована: Апрель 7, 2025

ABSTRACT Background In the aftermath of COVID‐19 pandemic, it is critical to reflect holistically on experiences gained in past few years. We thus review research remote mathematics teaching Pre‐K–12 contexts, utilising Activity Theory as a theoretical lens for synthesis. Objectives Drawing from comprehensive overview activity system, we aim identify needs requiring follow‐up action and make recommendations enhance post‐pandemic education. Methods followed Preferred Reporting Items Systematic Reviews Meta‐Analysis (PRISMA) 2020 statement search relevant empirical studies published between January December 2023 Scopus Web Science databases. Content analysis these ( n = 180) yielded information pertinent each constituent theory: subjects (e.g., teachers; students with special education needs), tools applications; online educational resources), objects outcomes decreased students' achievement; applications fully instructional approaches), community division labour support caregivers), rules assessment methods). Results Conclusions It now priority provide remedial programmes, which help catch up their learning. also recommend technology‐enhanced approaches normal school days equip both teachers an increasingly digital world. This contributes our understanding pandemic‐led future needed advance sector.

Язык: Английский

Процитировано

0